Life 2e BrE Pre-Inter SB U06

Bringing the world to the classroom and the classroom to life
N G L . C E N G A G E . C O M / E LT
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8/29/23 PART O posted
C EtoNaG
publicly 1
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copiedAor duplicated, or F A G Eaccessible website, in whole or in part.
FEATURES
70 Changing your life
How one couple left their jobs for a life of adventure
72 World party
Join in some of the world’s biggest and most colourful parties
74 Coming of age
A look at how different societies celebrate becoming an adult
78 Steel drums
A video about the steel drums of Trinidad and Tobago
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 6-p. 69
1 Work in pairs. The photo shows
three generations of people. Which
words in the box describe their
stage in life?
(from left to right in the photo):

elderly, middle-aged, and young Women chat on the station platform in
Winterthur, Switzerland.
adult (or teenager of under 20)
2 Listen to someone talking about the photo. Why does the speaker like the
photo? Track 44
It shows people at different stages in life communicating

in different ways.
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Unit 6-p. 69
Script Track 44
These three people are waiting in a train station in Winterthur in Switzerland. I like the
picture because it shows three people at different stages in their life communicating in
different ways. The elderly lady and the middle-aged lady are chatting and the young
adult woman, maybe she’s eighteen or nineteen, is probably texting her friends or using
social media.
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3 Look at these different life events. Answer the questions.
1 At what age do people in your

country do these things?
2 Do you think there is a correct
time in your life to do each one?
EXAMPLE ANSWERS
1 Here are general rules for the UK: get a pension (65); get your
driving licence (17); go to college or university (18); get married
(by law, 16; on average, 25 to 29); learn to ride a bicycle
(between 3 and 8, with an average of 5); leave home (many leave
at 18, but 25% of 20 to 34-year-olds continue to live with their
parents), start a family (the average age is 30 and rising); start
your career (no clear answer here – many start at 22 when they
leave university); retire from work (on average, people in the UK
retire at 63), buy your first home (a report by a bank suggested
30 as an average age – but increasingly it’s harder to buy a first
home in the UK).
2 Students’ own answers
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Unit 6-p. 69
6a Changing your life
Vocabulary describing age
1 In some countries it is rude to ask the question ‘How old are you?’ Is it rude
to ask this question in your country? What does it depend on?
EXAMPLE ANSWER
Students’ own answers. It can be rude. It depends on the age of the people
and how well you know them. If they are young, they probably don’t mind.
Older people might not want to say their age, especially if you don’t know
them well. It also shows a lack of respect to ask an older person a personal
question.
2 We use the phrases in B to talk about general age, e.g. He’s in his mid-
twenties. Match the ages in A with the phrases in B. Which words on page
69 also describe these ages?
14: early teens (teenager)
25: mid-twenties (young adult /
adult)
39: late thirties (adult)
53: fifties (middle-aged)
83: early eighties (elderly)
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6a-p. 70
3 Work in pairs. Think of five people you both know (e.g. the leader of your
country, a famous celebrity). What age do you think they are?
EXAMPLE ANSWERS
Students’ own answers (answers will depend on your students’
context and culture). Here are some currently correct examples
from the English-speaking world:
Queen Elizabeth II: early nineties
Donald Trump (US President): early seventies
George Clooney (actor): mid-fifties
Justin Timberlake: late thirties
Jennifer Lawrence (actor): mid to late twenties
Taylor Swift (singer): late twenties
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6a-p. 70
Reading
4 Read the article on page 71 about Rich and Amanda. What was their stage in
life when they left their jobs? Why did they decide to leave?
They were probably middle-aged, because they had successful careers.
They left because they wanted to be free to do the things they wanted.
5 Read the article again and answer the questions. 1 no (They always intended
to do something fun and
1 Did they do anything fun at the weekends? exciting at the weekend
2 What did they realize they wanted to do? but, in the end, there was
3 Why did they buy a campervan? never time.)
4 Where did they plan to travel to by container ship?
2 They wanted to stop
5 What did colleagues find difficult to understand? working and to go
6 What did friends think they were crazy to do? travelling.
7 What did Rich and Amanda start to do after they left home?
3 They bought a campervan to travel from the bottom of South America to Brazil.
4 Africa (… they hoped to get to Africa on a container ship.)
5 Colleagues at work found it difficult to understand their decision.
6 Their closest friends thought they were crazy to go on this kind of journey.
7 They started to live their dream.
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6a-p. 70
Track 45
Rich and Amanda Ligato were professional people with successful careers. Every week,
they worked hard. They always intended to do something fun and exciting at the
weekend but, in the end, there was never time. One day they asked themselves, ‘Is
this all there is?’
They realized that they wanted to stop working and to go travelling. Or, as Rich said,
‘to buy our freedom’. But first they needed to save some money. Every month they
lived on Rich’s salary and saved Amanda’s. Then they bought a campervan to travel
from the bottom of South America to Brazil, and from there they hoped to get to
Africa on a container ship.
Colleagues at work found it difficult to understand their decision. Even their closest
friends thought they were crazy to go on this kind of journey, but finally, the day came.
They left their home and started to live their dream.
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6a-p. 71
Grammar to + infinitive
6 Look at the grammar box. Match the sentences (1–3) with the different
forms (a–c).
1a a verb + to + infinitive
3 b an adjective to + infinitive
2c to + infinitive explains the purpose of an action
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6a-p. 70
7 Read about three people’s future plans. Choose the correct options to
complete the three texts. What is each person’s stage in life?
Text 1: teenager or young adult (probably taking time out between finishing
school and starting university)
Text 2: middle-aged (probably in their sixties – about to retire)
Text 3: adult (probably in twenties or thirties)
‘One day I plan 1 go / to go to university, but this year I’m working in a
supermarket 2 earn / to earn some money. Then I’d 3 like / to like to travel
round the world for six months.’ 1 to go (after the verb plan)
2 to earn (infinitive of purpose)
3 like
‘I’m so happy 4 retire / to retire! Some people tell me I should 5 relax / to
relax at this stage in my life, but I don’t want 6 sit / to sit at home doing
nothing.’ 4 to retire (after an adjective)
5 relax
6 to sit (after the verb want)
‘These days it’s really difficult 7 buy / to buy a house. Me and my husband
can’t 8 afford / to afford one, so we’re living with his parents and saving
money 9 buy / to buy a place of our own. It’s hard 10 don’t feel / not to feel
unhappy about it.’
7 to buy (after an adjective) 9 to buy (infinitive of purpose)
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afford 10 not to feel (after an adjective)
6a-p. 70
8 Look at the correct options in Exercise 7. Which options use to + infinitive?
Match them to the uses (a–c) in Exercise 6.
1 a 2 c 4 b 6 a 7 b 9 c 10 b
9 Match the beginnings of the sentences (1–6) with the endings (a–f).
c 1 One day I intend to

f 2 I want to take a year off
b 3 I’d be
e 4 In the future, I’d like to learn
a 5 When I get older, I
d 6 These days, it’s difficult
a hope to spend more time with my family.
b happy to live in another country.
c buy my own house.
d not to take work home.
e to play a musical instrument.
f to travel overseas.
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6a-p. 71
10 Pronunciation /tə/
Listen to the sentences from Exercise 9. Is to pronounced /tuː/ or /tə/?
Listen again and repeat.
Track 46
All are pronounced /tə/.
Script Track 46
1 One day I intend to buy my own house.

2 I want to take a year off to travel overseas.
3 I’d be happy to live in another country.
4 In the future I’d like to learn to play a musical instrument.
5 When I get older I hope to spend more time with my family.
6 These days it’s difficult not to take work home.
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6a-p. 71
11 Write your own sentences using the sentence beginnings (1–6) in Exercise 9.
Then work in pairs. Read out your sentences and compare your ideas.
1 One day I intend to start my own business.
EXAMPLE ANSWERS
1 One day I intend to live abroad / get a new job / get married.
2 I want to take a year off to travel round the world / to learn a
new skill.
3 I’d be happy to get a good job / disappointed to lose my job.
4 In the future I’d like to learn a new language / to play the guitar.
5 When I get older I hope / plan / intend to buy a house / start a
family.
6 These days it’s difficult to buy a house / to get a job / to meet
interesting people.
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6a-p. 71
Speaking
12 Work in groups. You plan to take six months off from your job or your studies
and have the trip of a lifetime! Discuss the following questions and make
notes about your plans. You can use the world map on pages 6–7 to help
your planning.
• Which countries and continents do you plan to visit?

• Why do you want to visit these places?
• What type of transport do you intend to use?
• What do you hope to do in each place that you visit?
• What do you think will be easy to do on the trip? What do you think will
be difficult to do?
13 Present your ‘trip of a lifetime’ to the rest of the class.

We plan to visit parts of Asia. First of all, we want to visit Vietnam to see its
beautiful and ancient places …
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6a-p. 71
6b World party
WORLD PARTY Track 47
People in different countries celebrate Mardi

Gras with live music, costumes, fireworks,
parades and lots of good food. The most famous
celebrations are in New Orleans, Venice, Rio de
Janeiro and Port-of-Spain.
New Orleans, USA

Small parties for Mardi Gras began in the 1700s. By the 1800s they were huge
events with masks, costumes and jazz bands. Visitors also have to try ‘king cake’
with its gold, purple and green decorations.
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6b-p. 72
Venice, Italy Track 47
Mardi Gras is called Carnevale in this beautiful city. The first celebrations were
in the 11th century and it is still a big celebration today. Visitors to the city can
enjoy the costumes, candles and fireworks at night from a gondola in Venice’s
canals.
Rio de Janeiro, Brazil
The world-famous parades started in the mid-1800s, with decorated floats and
thousands of people dancing to samba. People eat a famous meat and bean
stew called feijoada.
Port-of-Spain, Trinidad
The French arrived here in the 18th century and brought Mardi Gras with them.
Nowadays, everyone enjoys the parties and concerts with the famous steel
drums playing from morning to midnight.
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6b-p. 72
Reading and vocabulary celebrations
1 Which events do you celebrate in your country? When do you have parties?
When a child is born, everyone in the family comes to a big party.
EXAMPLE ANSWERS
Students’ own answers. Events that are commonly celebrated with
a party: Christmas, New Year, Independence Day, Carnival or
Mardi Gras, birthdays, name days, weddings, wedding
anniversaries, graduation from school or university
2 Look at the first paragraph of the article. Why is the article called World
party?
Because it’s talking about a day that’s celebrated in lots of places

round the world.
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6b-p. 72
3 Read the article. Match the sentences (1–6) with the four places in the
article.
1 There were no Mardi Gras celebrations here before the mid-1800s.

Rio de Janeiro
2 It has the oldest celebration.
Venice
3 One type of food is decorated with different colours.
New Orleans
4 One type of musical instrument is especially important.
Port-of-Spain
5 One type of music is especially important.
New Orleans (jazz), Rio de Janeiro (samba)
6 People can travel to the party on a type of boat.
Venice
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6b-p. 72
4 Find words in the article for these pictures.
1. ___________
mask 2. ___________
float 3. ___________
candles
4. ___________
(jazz) band 5. ___________
fireworks 6. ___________
steel drum 7. ___________
costume
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6b-p. 73
5 Work in groups. Describe your favourite festival or celebration in your
country. Answer these questions.
• When and why did it begin?

• Is there any special food?
• Do people wear special costumes or masks?
• Do people walk round the streets or ride on floats?
Do you have fireworks in the evenings?
• Is music important? What kind of music is there?
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6b-p. 73
Listening
6 Listen to a report about one of the celebrations in the article. Which
celebration is it about? Track 48
New Orleans Mardi Gras
7 Listen again. Answer the questions with Yes, No or Don’t know (if the news
report doesn’t say). Track 48
1 Are a lot of people going to come?
2 Is the woman riding on the float on her own?
3 Is she wearing her mask when the interview starts?
4 Does she think she’ll have a good time?
1 Yes (thousands of visitors)
2 No (Everyone is meeting at the float …)
3 No (‘And do you have a mask?’ ‘Sure. Here it is. I’ll put it on.’)
4 Don’t know (It isn’t mentioned.)
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6b-p. 73
Script Track 48
R = reporter, L = Lorette
R : It’s about six o’clock in the morning here in New Orleans and the streets are very quiet.
But in about six hours the city is going to have the biggest party in the world, with
thousands of visitors from all over. However, Mardi Gras is really about the local
communities in the city. So, I’ve come to the traditional Tremé neighbourhood of New
Orleans, where there are already some people preparing for the big day. So, I’ll try to
speak to some of them … Hello? Hello?
L: Hello?
R: Hello. What’s your name?
L: Lorette.
R: Hi Lorette. You’re wearing a fantastic costume. Are you going to be in the parade this
afternoon?
L: That’s right. Everyone is meeting at the float at sixfifteen and then we’re going to ride
through the city.
R: As I say, your dress looks amazing. Did you make it?
L: Yes, we all make our own costumes for Mardi Gras.
R: And do you have a mask?
L: Sure. Here it is. I’ll put it on.
R: Wow. That’s perfect. So tell me – how important is Mardi Gras for the people in Tremé?
L: It’s the most important part of the year. It brings people together.
R: Well, good luck this afternoon. You’re going to have a great time, I’m sure!
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Grammar future forms
8 Look at the grammar box. Answer these questions. 1 be going to + infinitive;

2 present continuous;
a Which sentences (1–3) use these future forms: 3 will + infinitive
the present continuous, will + infinitive, be going to + infinitive.
1 b Which sentence is about a general plan or future intention? (It was
decided before the conversation.)
3 c Which sentence is about a decision at the time of speaking?
2 d Which sentence is about an arrangement for a fixed time, made before
the conversation?
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6b-p. 73
9 Choose the correct option in these sentences.
1 A: Did Geoff email the times of the parade?
B: I don’t know. I’ll check / I’m checking my inbox right away.
2 You’ll / You’re going to visit New Orleans! When did you decide that?
3 A: Hey, this costume would look great on you.
B: Maybe. I’m trying / I’ll try it on.
4 One day when I’m older, I’m visiting / I’m going to visit Venice.
5 A: What time will we meet / are we meeting everyone for the parade?
B: At two in the main square.
6 A: What are we going to give / will we give Mark for a present?
B: We planned to give him a new shirt and tie.
7 A: What time will you leave / are you leaving?
B: Straight after the fi rework display. I need to go to bed early tonight.
1 I’ll check (decision at the time of speaking)
2 You’re going to (a general plan or future intention)
3 I’ll try (decision at the time of speaking)
4 I’m going to visit (a general plan or future intention)
5 are we meeting (an arrangement for a fixed time)
6 are we going to give (a general plan or future intention)
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are you leaving (an arrangement for a fixed time)
6b-p. 73
10 Pronunciation contracted forms
Listen to sentences 1–4 in Exercise 9. Notice how the contracted forms are
pronounced. Listen again and repeat. Track 49
Script Track 49
1 A: Did Geoff email the times of the parade?

B: I don’t know. I’ll check my inbox right away.
2 You’re going to visit New Orleans! When did you decide that?
3 A: Hey, this costume would look great on you.
B: Maybe. I’ll try it on.
4 One day when I’m older, I’m going to visit Venice.
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6b-p. 73
11 Complete the sentences with a future form of the verb.
1 At the end of this year I __________________

’m going to leave (leave) my job and write a
book.
2 What time __________________
are we __________________
meeting (meet)
everyone today?
3 A: My car won’t start and I’ve got a meeting at nine!
B: Don’t worry. I __________________
’ll take (take) you in my car.
4 Next year I __________________
’m going to do (do) more exercise, but I’m not sure
what kind of exercise.
5 The lesson __________________
’s starting (start) half an hour later tonight, at
eight o’clock.
6 We also need to get more food and drink for the party, so I
__________________
’ll buy (buy) that.
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6b-p. 73
Speaking
12 Work in groups. Imagine your town is going to be five hundred years old.
Have a town meeting to plan and prepare the celebration. Discuss this list.
Decide what you would like to do and who is in charge of organizing each
thing.
• type of celebration • type of place
• type of food • date and time
• type of music • anything else
A: So we’re going to have a party with fireworks! I’ll buy the fireworks.
What about the food?
B: I’ll buy the food!
13 Present your final plans to the whole class. Explain what you are going to do.
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6b-p. 73
6c Coming of age
Students’ own answers
Reading 1 In the UK, the following is true: drive a car (17); get
married (16); buy cigarettes (18); leave school (16);
1 Discuss these questions. buy fireworks (18); open a bank account (7 – to open
a savings account; 11 – to open a current account).
1 At what age can people legally do these things in your country?
2 At what age do you think teenagers become adults?

3 Do you have special celebrations in your country for young people as they
become adults?
2 Arguably, at 16 when you can get married and start work, or at 18
when you are fully treated as an adult by the law.
3 In the UK, there is no formal ‘coming of age’ rite – people often celebrate
their 18th and 21st birthdays as special occasions with a big party, and
it’s traditional to give a person a key (nowadays, usually, a large plastic
key) to symbolize having the key to adulthood.
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6c-p. 74
2 Look at the photos and the title of the web page on page 75. What do you
think the expression ‘coming of age’ means? Read the introduction and
check your ideas.
According to the introductory paragraph, coming-of-age means

different things in different cultures – ranging from getting
married or getting a job to celebrations to symbolize coming of age.
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6c-p. 74
Track 50 For some people, the age when you
become an adult is the age you learn to
drive or leave your parents’ home. It
can also be when you get married, buy
a house and have children. Or perhaps
it’s when you leave school and get a
job. Different cultures have their own
ideas and their own celebrations to
symbolize coming of age.
Quinceañera
In Latin-American cultures, Quinceañera is a well-known celebration for girls around
their fifteenth birthday. Many people believe the celebration started when the
Spanish first came to parts of the Caribbean, Central America and South America. Of
course, ancient tribes like the Inca, Maya and the Aztecs probably had their own
coming-of-age ceremonies already, but the Spanish changed these to include
European features such as the Quinceañera waltz, which was introduced in the 19th
century by Emperor Maximilian and his wife Carlota. This waltz between the teenage
girl and her father symbolizes her coming of age.
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6c-p. 75
Cattle jumping Track 50
The whole economy of the Hamar tribe in southern Ethiopia is based on traditional
farming. The importance of farming is seen in the coming-of-age ceremony in Hamar
culture. As part of the celebration, young men must jump over a line of fifteen cows. They
have to do this before they can marry. After that, the man’s family chooses a wife and they
have to pay the bride’s family about thirty goats and twenty cows. Sometimes the man
will have to pay the family back over his whole life. Because of the costs involved, Hamar
men are usually in their mid-thirties and the women aged about seventeen when they
marry. As a result, the husband often dies many years before his wife, and traditionally,
she then gets financial control over the husband’s younger brothers’ money (if the parents
are also dead) and all their cattle.
Seijin-no-Hi
The second Monday of January is a public holiday in Japan. It’s a day when all twenty-year-
olds are supposed to celebrate their coming of age. It’s called Seijin-no-Hi and the young
men and women wear formal clothes and attend ceremonies. Twenty is an important age
in Japanese society because you get several adult legal rights, such as
voting in elections. However, in recent years, the number of young people celebrating
Seijin-no-Hi has decreased. This is partly because of Japan’s low birth rate, but maybe it’s
also because it’s too expensive and modern twenty year-olds are less interested in these
kinds of social traditions.
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6c-p. 75
3 Read the three posts about different coming-of-age ceremonies. Are these
sentences true (T) or false (F)?
1 The celebration of Quinceañera is common in many different countries.
2 The writer thinks the Spanish introduced coming-of-age celebrations to
South America.
3 The Hamar bridegroom’s family must pay money to the wife’s family.
4 In Hamar culture, when the husband dies, the wife gives her cows to the
younger brothers.
5 In Japan, you have more legal rights when you are twenty.
6 The attitudes of some young people to Seijin-no-Hi in Japan are changing.
1 T (parts of the Caribbean, Central America and South America )
2 F (the Inca, Maya and the Aztecs probably had their own coming-of-age
ceremonies already)
3 F (they have to pay the bride’s family about thirty goats and twenty
cows – not money)
4 F (she then gets financial control over the husband’s younger brothers’
money)
5 T (Twenty is an important age in Japanese society because you get
several adult legal rights, such as voting in elections)
6 T (in recent years, the number of young people celebrating Seijin-no-Hi
has decreased)
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6c-p. 74
4 These pairs of words are on the web page. Match the words with the
definitions (a–b).
1 country / culture
a the way a group of people do things
culture
b an area of land with its own government
country
2 celebration / ceremony
a a social event such as a party celebration
b a traditional and formal event on a special day ceremony
3 bride / groom
a the man at a wedding groom
b the woman at a wedding bride
4 legal rights / social traditions
a what the law allows you to dolegal rights
b activities based on the past social traditions
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6c-p. 74
Critical thinking analysing the writer’s view
5 The three posts on the web page are by different writers. Match the posts
with these three ways of looking at the topic (a–c). Underline the words that
help you decide.
a Historical view: The writer includes information about the past.

b Social view: The writer includes information about society and how it is
changing.
c Economic view: The writer includes information about money.
6 Work in pairs and compare your ideas.

See next slide for answers
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6c-p. 74
Exercise 5
a Historical view: Quinceanera (the celebration started when the

Spanish first came to …; ancient tribes … probably had their own
coming-of-age ceremonies already; the Quinceañera waltz, which
was introduced in the 19th century)
b Social view: Seijin-no-Hi (the number of young people celebrating
Seijin-no-Hi has decreased …; … partly because of Japan’s low
birth rate; it’s too expensive and … modern twenty-year-olds are
less interested in these kinds of social traditions)
c Economic view: cattle jumping (they have to pay the bride’s
family about thirty goats and twenty cows; the man will have to
pay the family back over his whole life; Because of the costs
involved, Hamar men are usually in their mid-thirties … when
they marry; his wife … gets financial control over the husband’s
younger brothers’ money)
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6c-p. 74
Word focus get
7 Look at the web page again and find four examples of the word get. Match
them with these meanings. get married (line 3) – become
get a job (line 5) – start
gets financial control (line 32) – receive
get legal rights (line 40) – receive
8 Read the description of a wedding. Match the uses of get (1–7) with the
meanings (a–g).
Once the couple 1 get engaged, people start to 2 get ready for the big day! On
the morning of the wedding, everyone 3 gets up early. Family and friends
sometimes have to travel long distances but it’s always a great chance for
everyone to 4 get together again. After the main ceremony, the couple 5 get a
lot of presents. Nowadays, many couples go abroad on their honeymoon so
they leave to 6 get their plane. When they 7 get back, they move into their
new home.
a become c meet and socialize e receive g start the day
b catch d prepare f return
1a 2d 3g 4c 5e 6b 7f
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6c-p. 74
Speaking
9 Work in pairs. Choose one of these events and make notes about what
happens in your country on this day. Then work in pairs. Describe the day to
your partner. Try to use the word get three times in your description.
EXAMPLE ANSWER
There are no fixed answers as this depends on your students’
experiences. However, here are some useful phrases you could use to
prompt students: get up early, get a present, get a card, get
flowers, get to a restaurant/party, get dinner, get a kiss.
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6c-p. 74
6d An invitation
Speaking
1 Which of these events are very formal? Which are less formal?
EXAMPLE ANSWER
From least formal to most formal:
a barbecue with family and friends
your grandfather’s ninetieth birthday party
an end-of-course party
a leaving party for a work colleague
an engagement party
going out for dinner with a work client
(Note that this is a suggested order – there is no reason why, for
example, a leaving party might be more formal than a birthday
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party.)
6d-p. 76
Real life inviting, accepting and declining
2 Listen to two conversations. Answer the questions. Track 51
Conversation 1 1 a barbecue at his

1 What event does Ian invite Abdullah to? house
2 Why does Abdullah decline the invitation at first? 2 Because he has
3 How does Ian convince Abdullah to come? things to do, and
he thinks it’s a
4 Does Abdullah need to get anything?
family affair.
Conversation 2 3 He tells him he’s
5 When is Sally leaving? inviting others from
6 Where does Joanna invite Sally? their class.
4 No, he doesn’t.
7 Does Sally accept the invitation?
8 Do you think this conversation is more or less formal than conversation 1?
Why? 5 on Saturday
6 to dinner at her favourite restaurant
7 Yes, she does.
8 more formal, because the speakers don’t know each
other very well
__________________________________________________________________________________________________________________
6d-p. 76
3 Look at the expressions for inviting, accepting and declining. Listen to the
conversations again. Tick the expressions the speakers use. Track 51
Would you like to come …?

I’d like to take you to …
Why don’t you …?
I’d like that very much.
Thanks, that would be
great.
That would be wonderful.
OK.
I’d love to.
Thanks, but …
__________________________________________________________________________________________________________________
6d-p. 76
Script Track 51
I = Ian, A = Abdullah
1
I: Hi Abdullah. How’s it going?
A: Good. I finished all my courses today so I can relax.
I: Great. Maybe you’ll have time for some travelling and sightseeing now.
A: Maybe. But I think I’ll take it easy this weekend.
I: Oh! Well, why don’t you come to my house? My family is coming over. We’re having
a barbecue in the back garden. It’ll be fun.
A: Thanks, but I have a few things to do at home and it’s with your family so you
probably don’t want other people there …
I: No, really. Don’t worry because I’m inviting a few people from our class as well. So
you’ll know people. I’d really like you to come.
A: OK. Thanks, that would be great. Is it a special occasion?
I: Well, my oldest sister has a new baby girl, so it’s a bit of a celebration for that.
A: Oh! So I should bring something.
I: No, please don’t. It isn’t like that. There’s no need …
__________________________________________________________________________________________________________________
Script Track 51
J = Joanna, S = Sally
2
J: Hello Sally. How are you?
S: Fine, thanks. It’s been a busy week.
J: Yes, I imagine. When do you finish?
S: Tomorrow.
J: Oh, really. I didn’t realize it was so soon.
S: Well actually, my flight home is on Saturday.
J: But you’re staying for another week?
S: No.
J: Oh. Well, what are doing tonight?
S: Nothing at the moment. I’ll be at my hotel.
J: Well, would you like to come out for dinner? Let’s go somewhere this evening.
S: Really? I’d love to.
J: Of course. I’d like to take you to my favourite restaurant.
S: That would be wonderful. I’d like that very much.
J: Great. Let’s go straight after work. I’ll meet you downstairs in reception.
S: OK. What time?
J: I finish at six. Is that OK for you?
S: Sure. I’ll see you then. Bye.
__________________________________________________________________________________________________________________
4 Pronunciation emphasizing words
a Listen to these sentences. Underline the word with the main stress.
1 I’d love to. Track 52

2 That would be wonderful.
3 It’s very nice of you to ask.
4 I’d like to, but I’m afraid I’m busy.
b Listen again and repeat the sentences with the same sentence stress.
Track 52
__________________________________________________________________________________________________________________
6d-p. 76
Script Track 52
1 I’d love to.

2 That would be wonderful.
3 It’s very nice of you to ask.
4 I’d like to, but I’m afraid I’m busy.
__________________________________________________________________________________________________________________
5 Work in pairs. Take turns to invite each other to different formal and informal
events from Exercise 1. Think about how formal you need to be. Practise
accepting and declining.
__________________________________________________________________________________________________________________
6d-p. 76
6e A wedding in Madagascar
Writing a description
1 Read this post from a travel blog. Which of the things in the box does the
writer describe?
food and meals, clothes, people, festivals and ceremonies
__________________________________________________________________________________________________________________
6e-p. 77
I was staying in Madagascar with a family and
they invited me to their daughter’s wedding. On
the big day, I arrived outside an enormous tent.
There was a zebu (a type of cow) at the
entrance and it looked miserable. Inside the
tent, there were beautiful decorations and over
300 excited relatives and guests were waiting
for the bride and groom to arrive. The women
wore colourful dresses. The older men wore
smart suits but the younger men were less
formally dressed. I even saw jeans and T-shirts.
Finally, the ceremony began with some very
long and sometimes dull speeches. But the
crowd listened politely and sometimes they
laughed and applauded. Finally, it was dinner
and I suddenly realized what the zebu was for.
We ate from massive plates of meat. I felt sad
for the zebu but the meat was the best part of
the ceremony! It was delicious!
__________________________________________________________________________________________________________________
6e-p. 77
2 Writing skill descriptive adjectives
a When you write about places or special events, it’s important to use
interesting and very descriptive adjectives. Match the highlighted adjectives
in the travel blog with these less descriptive adjectives (1–4).
1 big _________________
enormous , _________________
massive
2 unhappy _________________
miserable
3 nice _________________
beautiful , _________________
colourful , _________________
smart ,
_________________
delicious
4 boring _________________
dull
__________________________________________________________________________________________________________________
6e-p. 77
b Work in pairs. Improve these sentences with more descriptive adjectives.
You can use words from Exercise 2 or your own ideas.
beautiful ancient
1 Venice is a nice city with lots of old buildings.
2 In the USA, you can buy big burgers.
3 The parade was a bit boring after a while.
4 The crowd was happy because the nice fireworks started.
5 All the costumes were nice.
6 I was very sad to leave Paris.
7 I tried sushi for the first time and it was really good.
8 The view of the mountains was nice.
EXAMPLE ANSWERS
2 In the USA, you can buy enormous / huge / giant / gigantic / colossal
burgers.
3 The parade was a bit dull / tedious after a while.
4 The crowd was delighted because the exciting / colourful fireworks started.
5 All the costumes were beautiful / gorgeous / lovely.
6 I was miserable / upset to leave Paris.
7 I tried sushi for the first time and it was delicious / really tasty.
8 The view of the mountains was beautiful / stunning / wonderful .
__________________________________________________________________________________________________________________
6e-p. 77
c Work in pairs. Look at the topics in Exercise 1. Think of two or three
interesting adjectives for each one. Use a dictionary to help you. Then work
with another pair and compare your adjectives.
food and meals – delicious, tasty, disgusting
EXAMPLE ANSWERS
clothes: pretty, smart, attractive, (un)fashionable, expensive
festivals and ceremonies: interesting, exciting, amusing, enjoyable
nature and geographic features: beautiful, attractive, dramatic,
interesting
people: happy, sad, (un)friendly, kind, annoying towns, cities,
buildings: large, busy, attractive, ancient, historic
transport: efficient, cheap, expensive, clean, dirty, fast, slow, old,
modern
__________________________________________________________________________________________________________________
6e-p. 77
3 Choose one of these topics and write a short description (one paragraph) for
the travel blog.
• a day you remember from a holiday

• your favourite place in the world
• a special occasion in your life
• a festival or celebration
4 Work in pairs. Read your partner’s description. Does he/she use interesting
adjectives?
__________________________________________________________________________________________________________________
6e-p. 77
6f Steel drums
Before you watch
1 Look at the photo on page 78 and
discuss the questions.
1 What kind of musical instrument
is the woman playing?
2 How important is music in your
country?
3 Does your country have a
traditional type of music and
musical instrument?
Steel drumming competition in Port of Spain
1 She’s playing steel drums. during Trinidad’s Carnival celebrations.
__________________________________________________________________________________________________________________
6f-p. 78-79
2 Key vocabulary
Read the sentences. The words in bold are used in the video. Match the
words with the definitions (a–e).
e 1 Before you can play a guitar, you a comes from

have to tune it. b affected or changed
b 2 Young children are influenced c round metal containers
by their parents. d stopped (by law)
c 3 Oil companies store and e change the sound of the
transport the oil in drums. instrument so it sounds nice
d 4 In some countries, smoking is
banned in public places.
a 5 The didgeridoo is a long
wooden musical instrument and
it’s native to the aboriginal
people in Australia.
__________________________________________________________________________________________________________________
6f-p. 79
While you watch
3 Watch the video. Number these things in the order you see them.
5a Beverley and Dove learn to play the drums.

3b A steel band with children and adults playing together.
1 c A person runs into the sea.
4d Honey Boy with a drum.
2e People sell food in the market.
__________________________________________________________________________________________________________________
6f-p. 79
4 Watch the video again and answer the questions.
1 What are the islands of the Caribbean region famous for?

2 When did people invent this musical instrument?
3 Why did Trinidad have many oil drums?
4 Where did the music come from?
5 Do most people here play by reading music?
6 What is the name of the person who tunes the drums?
7 Who do you find in a ‘panyard’?
1 relaxing beaches and lively music

2 in the 20th century
3 It’s an oil-producing nation.
4 the rhythms came from the early Africans centuries ago
5 No, most musicians play by ear.
6 a tuner
7 musicians who play steelband
__________________________________________________________________________________________________________________
6f-p. 79
Videoscript Steel drums
W = woman in market, P = Tony Poyer, B = Beverley, D = Dove
0.00–0.48 The islands of the Caribbean region are famous for their relaxing beaches and lively
music. But the music of the instrument known as ‘steelband’, or ‘pan’, is native to only one island
nation … Trinidad and Tobago … home of the steelband. Steelband music is a popular part of life
here. From the small fishing villages to the hills, the whole population knows and loves the national
instrument.
0.49–0.53 W Whoo, yeah, you got that, ha ha.
0.54–1.17 P Pan is most important to Trinidad and Tobago. It’s part of our culture. It was invented in
Trinidad and Tobago. It is the only musical instrument that was invented in the 20th century.
1.18–1.31 The special sound brings happiness to children and to adults, and to musicians from many
different places and backgrounds. Through the islands’ streets and markets, you can’t escape the
music.
1.32–2.06 Where does steelband music come from?
Trinidad is an oil-producing nation. During World War II, the island’s old oil drums became useful for
something else – as musical instruments. The drums produced sounds that have heavily influenced
the music of the region, and you can now hear in everything from island calypso to classical music. In
fact, the music goes back several centuries to early Africans who were not allowed to use their own
drums.
2.07–2.12 P They were banned from beating the Congo drums because people thought they were
communicating.
__________________________________________________________________________________________________________________
2.13–2.35 At first, people played these African rhythms by hitting old tin cans. Later, people played
on the tops of the steel drums, and over time that’s how the steelband sound was formed. Steel
drum musicians usually play by ear. Most players don’t use music written on paper.
2.36–2.49 P In fact, in the early days, they knew nothing about music. They played by sound, they
even tuned the pan by sound… tonk, tonk, tonk, and they listened until they got it right.
2.50–3.33 The steelband sound starts with the man who tunes the drums – the tuner. This tuner is
called Honey Boy. He’s been tuning pans for many years. It takes a long time to tune the drums. But
these instruments are used by some of the region’s top performers. But the steelband is more than
just music to Trinidad. It’s part of the local culture, and shows the world the creativity of
the island’s people. Every night, places called ‘panyards’ are full of musicians who come to learn the
instrument. People like Beverley and Dove.
3.34–3.39 B Well, it’s the music of my country, so I should learn it, you know. I should know a little
bit about it.
3.40–3.50 D Pan is to Trinidad part of our main culture. This is ours. We made it, we created it.
3.51–end Dove says that steelband belongs to the people of Trinidad and Tobago. But it is something
which they are happy to share with audiences and musicians around the world.
__________________________________________________________________________________________________________________
After you watch
5 Vocabulary in context
a Watch the clips from the video. Choose the correct meaning of the words and
phrases.
b Complete the information about the Australian didgeridoo with these words.
The didgeridoo is an important symbol and a musical instrument which

1 __________
goes back about 1,500 years. The instrument is made from a long piece
of wood with a hole down the middle. Aborigines of different tribes and
2 ____________
backgrounds play the didgeridoo; they don’t read from music but
3 __________
play by ear. As you travel around Australia, you can’t
4 escape
__________ its famous sound and you’ll often see performers
5 ____________
playing the instrument at special Aboriginal celebrations because it’s an
important symbol of their culture.
__________________________________________________________________________________________________________________
6f-p. 79
b 1 … musicians from many different places and backgrounds.
a what is behind you
b your family and experience of living, education, etc.
c your skills and abilities
a2 … you can’t escape the music.
a go somewhere so you can’t hear
b go somewhere to hear
c go somewhere to record
c 3 … the music goes back several centuries to early Africans …
a repeats parts of the music
b is different to a time in the past
c exists since a time in the past
c 4 Steel drum musicians usually play by ear.
a learn to play by reading music
b play with their ears, not their hands
c learn to play by listening to music
c 5 … these instruments are used by some of the region’s top performers.
a people who make the instruments for other people to play
b people who listen to other people playing the instruments
c people who play the instruments for other people to listen to
__________________________________________________________________________________________________________________
6 Work in pairs and discuss these questions.
1 Musical instruments can be important national and cultural symbols.

What are some other important symbols of your country or culture? (e.g.
your country’s flag)
2 Plan a short two-minute video about your country’s symbols. Which ones
will you show in the video? What will you say about them? (e.g. their
history, how they are made, how people use them)
3 Present your idea for the video to the class.
EXAMPLE ANSWERS
1 flag, national anthem, iconic building (e.g. Big Ben in
London, Eiffel Tower in Paris), a type of food or drink (e.g.
whisky in Scotland), a sport (e.g. cricket in Australia), a car
(e.g. a Ferrari in Italy), a type of building
__________________________________________________________________________________________________________________
6f-p. 79
UNIT 6 REVIEW AND
MEMORY BOOSTER
Grammar
1 Work in pairs. Look at these sentences about the future. Can you explain the
difference in meaning between the different verb forms?
1 I’m going to study English at university.
2 I think I’ll study for my English test next.
3 I’m meeting my friend to study English together.
4 I plan to study English at university.
1 this is a plan or intention

2 this is a decision you have just made
3 this is an arrangement
4 this is a plan
__________________________________________________________________________________________________________________
U6 Review-p. 80
2 Choose the correct option to complete the sentences.
1 We hope to / ’re going to visit my family this weekend, but we aren’t sure
yet.
2 A: I need someone to carry these books for me.
B: I ’m helping / ’ll help you!
3 It isn’t easy win / to win the lottery.
4 A: When are you going to / will you bring the cake?
B: In a few minutes.
5 Rachel will have / is having a party tonight. She arranged it months ago.
3 Work in pairs. Tell each other about:

• your plans for this weekend.
• your future career intentions.
__________________________________________________________________________________________________________________
U6 Review-p. 80
Vocabulary
4 Match the verbs in A with the words in B to make phrases
get your first job
go to school
buy your own clothes
learn to drive
start a family
5 Work in pairs. Look at the phrases in Exercise 4 and answer these questions.
1 What order do these things normally happen in life?

2 Which things have you done?
3 What age were you when you did them? (e.g. thirteen or early teens)
4 How did you feel at the time?
5 When do you plan to do the other ones?
Students’ own answers
__________________________________________________________________________________________________________________
U6 Review-p. 80
6 Complete the text about the Notting Hill Carnival with these words.
Every year at the end of August, the London neighbourhood of Notting Hill
is full of colourful 1 _________________
parades for the biggest carnival in Europe.
Over 40,000 volunteers help by putting up 2 _________________
decorations along the
streets of West London and welcoming over one million visitors to the party.
Many of them make and wear their own 3 _________________.
costumes The
Caribbean community of London started the event in 1966. You’ll see many
decorated 4 _________________
floats and hear loud music and traditional steel
5 _________________.
drums
__________________________________________________________________________________________________________________
U6 Review-p. 80
Real life
7 Look at the sentences (1–4). Replace the words in bold with these phrases.
1 Do you want to go for a coffee? Would you like

2 Why don’t you come with me to the cinema? I’d like you to
3 It’s nice of you to ask, but I’m out this evening. I’d like to
4 Thanks. That’d be great. That sounds
8 Work in pairs. Invite each other to do something this week. Accept or decline
the invitation.
__________________________________________________________________________________________________________________
U6 Review-p. 80

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Bringing the world to the classroom and the classroom to life

(from left to right in the photo):

It shows people at different stages in life communicating

1 At what age do people in your

c 1 One day I intend to

1 One day I intend to buy my own house.

1 One day I intend to start my own business.

• Which countries and continents do you plan to visit?

13 Present your ‘trip of a lifetime’ to the rest of the class.

People in different countries celebrate Mardi

New Orleans, USA

Because it’s talking about a day that’s celebrated in lots of places

1 There were no Mardi Gras celebrations here before the mid-1800s.

• When and why did it begin?

New Orleans Mardi Gras

8 Look at the grammar box. Answer these questions. 1 be going to + infinitive;

1 A: Did Geoff email the times of the parade?

1 At the end of this year I __________________

2 At what age do you think teenagers become adults?

According to the introductory paragraph, coming-of-age means

a Historical view: The writer includes information about the past.

6 Work in pairs and compare your ideas.

a Historical view: Quinceanera (the celebration started when the

Conversation 1 1 a barbecue at his

Would you like to come …?

1 I’d love to. Track 52

1 I’d love to.

food and meals, clothes, people, festivals and ceremonies

food and meals – delicious, tasty, disgusting

• a day you remember from a holiday

e 1 Before you can play a guitar, you a comes from

5a Beverley and Dove learn to play the drums.

1 What are the islands of the Caribbean region famous for?

1 relaxing beaches and lively music

The didgeridoo is an important symbol and a musical instrument which

1 Musical instruments can be important national and cultural symbols.

1 this is a plan or intention

3 Work in pairs. Tell each other about:

1 What order do these things normally happen in life?

1 Do you want to go for a coffee? Would you like

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